In Their Own Words: Using First-Year Student Research Journals to Guide Information Literacy Instruction

Insua, Glenda; Lantz, Catherine; Armstrong, Annie

doi:10.1353/pla.2018.0007

Cited by 16 publications

(7 citation statements)

References 27 publications

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“…Researchers have used first-year experience courses to measure the effectiveness of information literacy instruction as related to student success metrics (Marineo & Shi, 2019), comfort in using the library (Goldman et al, 2016), and performance on information literacy learning outcomes (Lowe et al, 2015). Others have used first-year experience courses to qualitatively investigate changes in students' perceptions through research journal reflections (Insua et al, 2018) and interviews (Kirker & Stonebraker, 2019). Some studies on first-year students have noticed a disconnect between student perceptions and use of the library.…”

Section: Literature Reviewmentioning

confidence: 99%

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

Keba¹,

Fairall²

2020

CIL

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Section: Literature Reviewmentioning

confidence: 99%

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

Keba¹,

Fairall²

2020

CIL

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“…Action research has been used in the library and information science discipline as the basis of assessment projects. Multiple researchers have used action research to assess information literacy instruction (e.g., Insua, Lantz, & Armstrong, 2018;LeMire, Sullivan, & Kotinek, 2019;Margolin, Brown, & Ward, 2018). In addition, researchers have used action research for other types of assessment including the enhancement of services (Kong, Fosmire, & Branch, 2017) and planning library spaces (Brown-Sica, 2012; Brown-Sica, Sobel, & Rogers, 2010).…”

Section: Action Research and Assessmentmentioning

confidence: 99%

An Evaluation of Methods to Assess Team Research Consultations

Kogut¹,

Melgoza²

2020

EBLIP

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Objective – Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&M University Libraries, subject librarians use research consultations to teach information literacy to upper-division engineering student teams working on a technical paper project. This paper describes an action research project designed to evaluate which assessment method for consultations with student teams would provide the most actionable data about the instruction and the consultation logistics as well as optimize librarian time. Methods – For three semesters, we simultaneously used up to four consultation assessment methods: one-minute papers, team process interviews, retrospective interviews, and questionnaires. We followed the action research cycle to plan the assessments, implement the assessments, reflect on the data collected and our experiences implementing the assessments, and revise the assessments for the next semester. Each assessment method was distributed to students enrolled in an engineering course at a different point in the technical paper project. The one-minute paper was given immediately after the consultation. The team process interviews occurred after project deliverables. The questionnaire was distributed in-person on the last day of class. Focus groups were planned for after the assignment was completed, but low participation meant that instead of focus groups we conducted retrospective interviews. We used three criteria to compare the assessments: information provided related to the effectiveness of the instruction, information provided about the logistics of the consultation, and suitability as an assessment method in our context. After comparing the results of the assessment methods and reflecting on our experiences implementing the assessments, we modified the consultation and the assessment methods for the next semester. Results – Each assessment method had strengths and weaknesses. The one-minute papers provided the best responses about the effectiveness of the instruction when questions were framed positively, but required the most staff buy-in to distribute. The team process interviews were time intensive, but provided an essential understanding of how students think about and prepare for each progress report. Recruiting for and scheduling the focus groups required more time and effort than the data collected about the instruction and logistics warranted. The questionnaire provided student perspectives about their learning after the assignment had been completed, collected feedback about the logistics of the consultations, was easy to modify each semester, and required minimal librarian time. Conclusion – Utilizing multiple assessment methods at the same time allowed us to determine what would work best in our context. The questionnaire, which allowed us to collect data on the instruction and consultation logistics, was the most suitable assessment method for us. The description of our assessment methods and our findings can assist other libraries with planning and implementing consultation assessment.

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“…This research project is an attempt to learn more about first-year students and their research by engaging them in an extended conversation about how they view research and what behaviors or workarounds they rely on when completing research assignments. It is the culmination of a three-part investigation into the research habits of first-year students, specifically students completing research for their first-year writing course at the University of Illinois at Chicago (UIC) (see Insua, Lantz, & Armstrong, 2018;Lantz, Insua, Armstong, & Pho, 2016).…”

Section: Navigating Roadblocks: First-year Writing Challenges Throughmentioning

confidence: 99%

“…After researchers gained approval from the Institutional Review Board to conduct the study, two librarians visited the classes at the beginning of the semester to explain the study, answer any questions, and allow students to opt-out. The larger study included citation analysis of student annotated bibliographies and final bibliographies (Lantz et al, 2016) and qualitative analysis of student research journals (Insua et al, 2018). Students completed research journals at four key points throughout the semester.…”

Section: Introductionmentioning

confidence: 99%

“…The quality of student sources decreased from annotated bibliographies completed toward the beginning of the semester (and closely following library instruction) to final bibliographies completed at the end of the semester, suggesting that timing of library instruction is critical (Lantz et al, 2016). Website use increased dramatically, suggesting that students had difficulties understanding academic articles, something they also reported in their research journals (Insua et al, 2018). Students reported feeling ill-prepared for college-level research and often relied on simplistic binaries learned from high school to help them through the research process.…”

Section: Introductionmentioning

confidence: 99%

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Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

Insua¹

2018

Comminfolit

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Effectively integrating the ACRL Framework for Information Literacy into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate-and in some cases surmount-the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. The findings demonstrate how students employ a variety of strategies to overcome these obstacles. The authors engage with the scholarship on information literacy and the Framework, which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.

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In Their Own Words: Using First-Year Student Research Journals to Guide Information Literacy Instruction

Cited by 16 publications

References 27 publications

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

Not a Blank Slate: Information Literacy Misconceptions in First-Year Experience Courses

An Evaluation of Methods to Assess Team Research Consultations

Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL Framework

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